The role of reflection in shaping physical education teachers' educational values and practices

Niki Tsangaridou, Mary O'Sullivan

Research output: Contribution to journalArticlepeer-review

Abstract

This study was motivated by the need to understand the role and function of teachers' reflection as it "is" rather than as it "ought" to be. The focus of the study was to describe teachers' reflection within the teaching and learning environment, as well as the role of reflection in their professional development. Participants were four experienced elementary and secondary physical education teachers from urban and suburban school districts. Data were collected through observations, interviews, and journals. Case analysis and cross-case analysis were employed in analyzing the data. Findings indicated that the participants' microreflection, the type of reflection that informs teachers' day-to-day practices, addressed pedagogical, content, ethical, moral, and social issues. Their reflections were situationally driven and contextually bound. Macroreflection, the type of reflection that informs teachers' practices over time, influenced changes in the teachers' classroom practice and professional development.

Original languageEnglish
Pages (from-to)2-25
Number of pages24
JournalJournal of Teaching in Physical Education
Volume17
Issue number1
DOIs
Publication statusPublished - Oct 1997
Externally publishedYes

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